Technology-enhanced mathematics learning: review of the interactions between technological attributes and aspects of mathematics education from 2013 to 2022

Sherine Menella Omer, Katerina Evers, Chia-Yu Wang and Sufen Chen ()
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Sherine Menella Omer: Sir Arthur Lewis Community College
Katerina Evers: National Taiwan University of Science and Technology
Chia-Yu Wang: National Taiwan University of Science and Technology
Sufen Chen: National Taiwan University of Science and Technology

Palgrave Communications, 2025, vol. 12, issue 1, 1-13

Abstract: Abstract As the body of research surrounding technology-enhanced mathematics learning (TEML) continues to increase, there is a need to investigate the trends in the field. This study reviewed a decade (2013–2022) of research, and synthesized the findings of TEML interventions to inform future practice and research directions. Content of 44 articles on TEML from the Web of Science database for the period 2013–2022 was analyzed. Results indicated that dynamic mathematics software affords visualization and exploration which, when coupled with inquiry-based learning, is best suited for advanced thinking and conceptual development. Significant affective outcomes were attained when online assessment software, dynamic mathematics software, intelligent tutoring systems, and a combination of different software were incorporated into mathematics classrooms. According to the results, recommendations are provided for mathematics teachers regarding approaches to ensure the most effective TEML.

Date: 2025
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DOI: 10.1057/s41599-025-05475-7

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